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11.
Allan Yarrow Jan Millwater Bill Foster 《Asia-Pacific Journal of Teacher Education》1996,24(2):197-212
The roles and responsibilities of university supervisors in the practicum have changed during the last ten years. Once, the routine tasks of observation and feedback of student teaching performance were the main responsibilities associated with visits to the school. Lecturers in this role also determined, with the school personnel, the assessment rating of the student teacher. Presently, there is considerable variation in the part played by university supervisors of the practicum. Against this background, this paper examines the actual and ideal characteristics of university supervisors from their own viewpoint and from the perspective of teacher supervisors, principals and student teachers. The reasons for the actual‐ideal discrepancies are discussed, and suggestions are made in relation to addressing the matter. 相似文献
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1 Introduction Thrombusdiseaseofheartandbrainbloodvesselhasbecomeakillerofman .Becauseofthesideeffectsofhaemorrhageortheshorthalf lifeinvivo ,thepre sentanticoagulantdrugsareunsatisfied ,andsearch ingfornewanticoagulantswithhigherefficientandmorestabileha… 相似文献
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Manon Théorêt Roseline Garon Mohamed Hrimech Anylène Carpentier 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2006,68(1):575-598
AN EXPLORATION OF THE EDUCATIONAL RESILIENCE OF TEACHING STAFF – This study focuses on the degree of resilience displayed
by teaching staff with the aim of promoting their professional development and preventing job-related exhaustion. Seven underprivileged
schools in Montreal were selected, and 24 teaching staff with contrasting personal profiles were interviewed on the subject
of their work. The Alceste software was used to analyse the conversations, which revolved around techniques applied when dealing
with critical incidents. The main analysis identified five different discourses among the respondents. Three of these were
associated with the more resilient of the teachers and two were associated with the more vulnerable ones. Resilient teaching
staff characteristically discussed dealing with aggressive behaviour, the teaching-learning relationship and the subject of
social relationships, whereas vulnerable teaching staff focused on work beyond the classroom, people in positions of higher
authority and the community. The authors note that teachers who are just embarking on their careers appear more vulnerable
than more experienced teaching staff, which suggests that more resources should be provided to support teachers in their profession. 相似文献
16.
Julie P. Martin Nathan Hyungsok Choe Jared Halter Margaret Foster Jeffrey Froyd Maura Borrego Erica R. Winterer 《科学教学研究杂志》2019,56(4):440-464
Numerous national reports have identified the importance of significantly improving pathways that begin with Latinx students enrolling in 2-year institutions and ultimately completing baccalaureate degrees in STEM fields at 4-year institutions. Many programs using multiple interventions have been designed, implemented, and studied to achieve this goal. To synthesize what has been learned from studies of these programs, this article presents a systematic review of published studies of programs designed to support Latinx student success in 2-year institutions and successful transfer to 4-year institutions, particularly for STEM majors. A total of 49 quantitative, 9 qualitative, and 16 mixed-methods studies published as reports, articles, or dissertations since 1980 were identified that met the criteria for the review. Studies covered a wide range of interventions, including mentoring, counseling, advising, study groups, tutoring, scholarships, orientations, career services, undergraduate research, articulation agreements, and transfer programs. Individually, these studies report positive influences on student success outcomes, including 2- and 4-year graduation, transfer to a 4-year institution, retention, and success in individual courses. However, the number of qualifying studies was surprisingly small, considering the importance of improving success of Latinx students and the length of time during which the problem has been repeatedly emphasized. Few interventions have been undertaken from explicitly assets-based perspectives or theoretical frameworks. The lack of explicit frameworks underlying interventions—combined with a sole/primary focus on students—suggests many interventions were approached from a deficit-based perspective. Further, the study found no pattern of replication studies that might confirm effectiveness of potentially promising interventions. Based on our analysis of evaluations presented in the studies, it does not appear that the research community has developed agreed-upon methods to evaluate commonly agreed-upon outcomes. Finally, no intervention has been sufficiently supported that widespread implementation could be recommended. 相似文献
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Autonomy-supportive parenting is found to foster children’s adjustment but relatively few studies have been conducted with toddlers. In the present exploratory study, parents (N = 182) reported what practices they use when asking their toddlers (M age = 26.9 months) to engage in important yet uninteresting activities. Parents rated twenty-six potentially autonomy-supportive practices, along with a well-known scale measuring the extent to which they have a positive attitude towards autonomy support. Research Findings: Using correlational and factorial analyses, eight practices were identified: various ways to communicate empathy, providing developmentally appropriate rationales, describing the problem in an informational and neutral way, and modeling the requested behavior. This subset of autonomy-supportive practices for toddlers was positively related with toddlers’ rule internalization, providing them with further validity. Practice or Policy: These preliminary findings may be useful in guiding future conceptual, empirical, and applied work on the support of toddlers’ autonomy and its assessment in an emotionally-charged and challenging context. 相似文献
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Kate le Roux 《Teaching in Higher Education》2019,24(2):231-247
As public universities seek to be locally responsive and compete internationally, tensions arise between expansion and equity, and between discourses of neoliberalism and social justice. This article focuses on how students navigate these tensions, and the implications for how they can act, interact and be. Norman Fairclough’s three-level view of the social and language, and his method of critical discourse analysis are used to analyse longitudinal interviews with an undergraduate science student. This student is, on account of his home and schooling, considered ‘historically marginalised’ at an historically-white, English-medium South African university. The results show how the student navigates multiple positionings that draw on notions of class, language, independence, progress, choice, care, and so on. It is argued that while universities should support students to navigate some of these tensions, there is a need to re-imagine structuring discourses related to the ‘normal’, ‘independent’ university student. 相似文献
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Alain Desrosières 《Minerva》2009,47(3):307-322
Are the categories used to study the social world and acting on it “real” or “conventional”? An empirical answer to that question is given by an analysis of the debates about the “quality” of statistics produced by the European National Institues of statistics in the 1990s. Six criteria of quality were then specified: relevance, accuracy, timeliness, accessibility, comparability and coherence. How do statisticians and users of statistics deal with the tension produced by their objects being both “real” (they exist before their measurement) and “conventionally constructed” (they are in a way, created by these conventions)? In particular, the technical and sociological distinction between the criteria of relevance and accuracy implies a realistic interpretation, desired by users, but that is nonetheless problematic. 相似文献